Next Article in Journal
Sustainable Project Governance: Scientometric Analysis and Emerging Trends
Next Article in Special Issue
Relationship between Psychological Needs and Academic Self-Concept in Physical Education Pre-Service Teachers: A Mediation Analysis
Previous Article in Journal
Occupant Behavior Impact on Building Sustainability Performance: A Literature Review
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Sustainability
Volume 15
Issue 3
10.3390/su15032438
sustainability-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles thumb_up
...
Endorse textsms
...
Comment
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Review

A Systematic Review of the Impact of Physical Activity on Cognitive and Noncognitive Development in Chinese University Students

by
Hanying Zhang
1,
Yuke Qin
2,3,
Sabika Khalid
4,
Endale Tadesse
4 and
Chunhai Gao
5,*
1
College of Sports and Arts, Guangzhou Sport University, Guangzhou 510500, China
2
School of Education, City University of Macau, Macao, China
3
Yishanjun Elementary School, Shenzhen 518172, China
4
College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
5
Faculty of Education, Shenzhen University, Shenzhen 518060, China
*
Author to whom correspondence should be addressed.
Sustainability 2023, 15(3), 2438; https://doi.org/10.3390/su15032438
Submission received: 30 November 2022 / Revised: 16 January 2023 / Accepted: 17 January 2023 / Published: 30 January 2023
(This article belongs to the Special Issue Sports Participation and Mental Health Development in Adolescents)
Browse Figure
Review Reports Versions Notes

Abstract

:
A large volume of empirical evidence and literature reviews on physical activity have concentrated on primary and secondary education. Thus, the primary aim of this systematic review is to synthesize empirical evidence regarding the potential impact of physical activity on academic and nonacademic performance among Chinese university students. A search and analysis of studies was conducted in accordance with the PRISMA guidelines by using an electronic database search (PubMed, Science Direct, and Scopus), and 150 studies were obtained. Subsequently, after producing rigorous inclusion and exclusion criteria, which were used to consider quality, methodology, language, geographical location, year of publication, etc., a total of 11 quantitative research articles, based on Chinese higher education institutions, were chosen for synthesis. The comprehensive analysis of the studies affirmed that physical activity dramatically benefits university students by fostering their nonacademic skills, such as social relatedness, life satisfaction, and mental health, in addition to boosting their academic achievement in terms of graduation, GPA, academic motivation, and engagement. However, the aim of this systematic review was to provide implications for future scholars to explicitly study university students’ educational level, discipline, sex, and type of physical activity.

1. Introduction

For decades, it has been widely known that physical activity reduces the risk of cardiac, vascular, and life-threatening diseases, and lessens several mental and social complications [1,2]. In addition, the most interesting recent studies have shown that physical activity carries potential benefits for students’ academic performance within the tertiary sector [3,4,5]. The transition from high school to university life exposes students to multiple educational and personal transitions in terms of the environment and lifestyle that impact their health, lifestyle, food consumption routines [6], study habits [7], and academic procrastination [5,8]. This sequence not only causes a decline in students’ academic trajectories, but also adversely influences their physical and mental well-being [7]. Based on extensive evidence, improvements in psychological and physical health, through physical activity interventions, supports students’ academic success [7,9,10]. In addition, it becomes a mechanism to reduce stress and anxiety to prevent an unhealthy lifestyle [7].
The notion of physical activity has been primarily well studied in Western countries. Several studies have attempted to explore the relationship between physical activity and university students’ academic performance and mental health. A European cross-sectional study revealed interesting findings of positive mental health and lower levels of anxiety among university student athletes [11]. Similarly, a longitudinal study of Canadian adolescents observed lower symptoms of depression among sports teams [12]. Physical activity improves mental and physical health, generates positive perceptions, and enhances psychological well-being [13].
Nevertheless, these studies have made various assumptions. For example, one study revealed a positive relationship between a higher duration of physical activity and students’ academic performance in higher education [10]. Performing physical activity increases blood flow and improves brain health by increasing processing speed and attention, thereby supporting students’ academic performance and test scores [14,15,16]. In addition, research on the educational benefits of physical activity has shown the positive effects of physical activity on self-esteem, self-control, and self-enhancement [15,16,17,18,19], all of which influence students’ academic achievement [9,15]. Greater levels of physical activity experienced by students were reported to be associated with greater positive behavior changes toward academic courses and life [15].

Background

With the recent rapid technological and industrial development in China, there has been great employment pressure on young university graduates to meet the long-term sustainable development goal of the country. University students make up the main social competition in the economy. The literature in China has revealed worrisome and depressing health facts that have made many students commit suicide or have mental breakdowns [20]. Such behavior challenges the country’s competitive development plan, considering the university student’s physical and mental health. The literature examined the possible benefits of well-pronounced physical activities in reducing the gap between students’ psychological and physical health issues [21]. Studies have noted weakening physical activity patterns among Chinese university students [20,22]. China’s Seventh National Student Physical Fitness and Health Survey in 2014 showed that, for those aged 9 to 22, 73.3% of boys and 79.1% of girls engaged in physical activity for less than one hour a day; in particular, college students showed a decreasing trend [23]. Duan [24] mentioned that 48.2% of Henan college students participated in physical activity 1–2 times a week, 15.3% never participated, and only 36.4% participated more than three times a week. The data from the physical activity behavior survey of college students in Sichuan reported that only 18% of students performed long-term physical activity, and more than 62% did not maintain physical activity habits [25].
Many empirical studies have explored the relationship between physical activity and psychological well-being [20]. However, whether physical activities can support students’ academic performance is still being determined [26]. Interesting studies have shown that engaging in physical activity positively reduces stress and anxiety among Chinese university students [8,27]. Nevertheless, engaging in physical activity requires time and energy, which may present a challenge for maintaining high grades or a high GPA; most universities place a high value on grades and study time [7,10,26]. The GPA is another important factor that influences university students’ satisfaction [7]. Furthermore, a burdensome academic routine poses more challenges for these students, causing them to make the difficult decision to prioritize the acquisition of high academic grades to the detriment of their physical activity participation [28,29].
Additionally, integrating innovative technology and the internet into the higher education sector poses a massive challenge to Chinese university students’ lifestyles [8,10,22,30]. Furthermore, evidence has proven that the extended use of smartphones and insufficient physical activity harm academic performance among Chinese college students [8,30], and limit their physical socialization skills [8]. However, university students who have good well-being and physical health, and students who are more exposed to physical activities, have more satisfaction with their social life [7]. Physical activities open the doors to creating connections and enhancing one’s social life. One study found that Chinese male students are susceptible to not asking for support in patriarchal societies where males have to maintain the appearance of masculinity, which hinders their socialization and lifestyle [7].
Based on these findings, the busy schedule in academic life causes students to neglect physical activity to achieve their educational goals of obtaining a successful professional and academic life [8]. Nevertheless, the contradictory evidence from the literature revealed different findings. For example, few studies have found a significant relationship between physical activity and academic performance [31,32], and insufficient physical activity causes Chinese students to develop a lifestyle imbalance and a habit of irrational procrastination [8]. It is necessary to demonstrate the benefits of physical activity on university students’ academic life and mental fitness in China.
The literature includes the discussion of a few variables, how they relate to one side of the Chinese university student’s physical activity patterns, and their impact on their academic performance [32]; from another side, there is the discussion of the nonacademic variables, such as self-esteem, self-criticism, self-efficacy, anxiety, and psychological needs [20,33]. Only one study reported the relationship between university students’ anxiety and physical activity levels [27]. However, no study synthesized the impact of physical activity on university students’ academic and nonacademic performance, especially in China. Based on the evidence, students reported vulnerability to academic procrastination due to parental and personal stereotype behavior toward their academic grades, which undermined their participation in physical activity [34]. Most physical activity is not part of the core study program of university students. Thus, less attention has been given to university students’ physical activity patterns.
Therefore, the aim of our synthesized literature review was to examine Chinese university students’ physical activity participation and its impact on their academic and nonacademic performance. This systematic review included both sets of aforementioned variables, thus filling the literature gap and providing new insights into Chinese university students’ physical activities. The results of this study can help managers and related personnel at different levels make improvements and provide suggestions for promoting college students’ participation in physical activity and physical health. Predicting the relationship between the variables that affect college students’ physical activity can help relevant departments collaborate for future interventions and formulate more comprehensive improvement measures. Furthermore, the results of this study can improve college students’ awareness of physical activity benefits and can promote the participation rate of college students in physical activities. In addition, the study results will improve potential risk factors, such as eating disorders, obesity, and related diseases caused by physical inactivity.
The paper Is structured as follows: Section 2 describes the methods and literature selection protocol under PRISMA; Section 3 and Section 4 present the results and discussion; and Section 5 presents the conclusions.

2. Materials and Methods

The preferred guidelines for systematic review, PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses), were employed to scrutinize the literature [35]. PRISMA guidelines commence with three phases of planning: identification of studies, examination of the literature, and inclusion [35]. As per the developing research questions, we began to locate the related articles on physical activity, and university students’ academic and nonacademic performances and outcomes.

2.1. Selected Literature

The systematic review approach primarily supports generating information on critical areas to explore the overall conclusions of studies and enhance the literature on a particular site. Our systematic review is PRISMA standard guided, which enables us to identify the literature from an extensive database [35].

2.2. Interpretation of Research Questions

The appropriate research question that guides the entire systematic review approach during the initial review, based on the literature, must be developed to investigate university students’ physical activity levels and their academic and nonacademic activities. The proposed research question for the current study is to assess the physical activity levels of Chinese university students and the impact of physical activity on their academic and nonacademic well-being.

2.3. Systematic Literature Exploring Scheme

Per PRISMA, the three phases of searching are identifying the literature, analyzing the procedure, and satisfying the criteria. Utilizing different keywords that support identifying the literature is an effective procedure to retrieve the relevant articles for the review [36]. Moreover, well-known databases were used to determine the literature: PubMed, Web of Science (WoS), and Scopus. Based on these facts, WoS, since 1997, is an up-to-date contemporary database that has published over 3000 journals in the last 15 years that support researchers in retrieving large datasets [37]. Finally, SCOPUS is a database of indexed journals with excellent literature and more than 2500 journals related to multiple disciplines [37]. The following keywords were used to search for articles reporting on physical activity and on academic and nonacademic well-being in Chinese university students: (“exercise” OR “physical activity” OR “physical fitness”) AND (“mental health” OR “physical health”).

2.3.1. Screening Phase

A total of 150 articles were retrieved from the mentioned databases. After removing duplicates, 145 research articles were retained for the next step. A descriptive method was used to review both the titles and abstracts of the studies. The remaining articles were assessed with criteria selected by the researchers, such as geographical location, quantitative analyses, and English language. As per the study goal, we obtained the most recent literature on university students’ physical activity levels in China (publication date range: 2012–2022) (see Table 1).

2.3.2. Eligibility

The selected articles from the first phase were screened again, based on the article titles and abstracts to see if they met the standards. We reviewed the articles with perplexing content again to decide their eligibility. Only articles that met the selection criteria were selected for the study at this stage. For more eligibility information, see Table 1.

2.3.3. Quality Assessment

To determine the quality of the selected studies, the Mixed Methods Appraisal tool (MMAT) version 2018 was applied by two authors simultaneously to avoid the potential risk of bias and to evaluate the quality of articles. Based on MMAT version 2018, the first phase includes screening questions that address the clarity of the research questions and the relevancy of the collected data to the research questions. The second phase includes quantitative descriptive studies comprising the sampling, measurements, and appropriate statistical analysis tools: the interpretation of data, study findings, and conclusions. By evaluating the quality of MMAT perimeters, only 12 high-analysis quantitative descriptive studies were included in the review (see Table 2).

2.3.4. Data Extraction and Analysis

The selected papers were analyzed, and a cross-examination was conducted after the evaluation of data for review. We extracted data in tables based on a systematic procedure, guided by the Cochrane Consumers and Communication Review Group. The following details include the study authors’ details, the year of publication, the sample size, the age of the participants, the study design, the findings, and the results of the studies.

3. Results

After the preliminary eligibility identification of studies for systematic review, only 12 publications concerning the influence of physical activity on university students’ academic and nonacademic well-being in China were identified (Figure 1). A total of 10,681 participants were included as a sample. The largest sample size was 2896, as presented in Zhai et al. [32], and the lowest number of students was 45, presented by Zou et al. [17]. Furthermore, all studies included both sexes, except for Zou et al. [17], which only had female participants. The study sample represented multiple disciplines, and there were only three studies where the sample was taken from the physical education discipline.
The evaluation of physical activity varied. Two studies used the physical fitness standard test [23,32], and one measured physical fitness tests comprising long jump distance, BMI points, vital capacity values, sit and reach measurements, pull-up numbers, and 50- and 1000-m run times [4]. Furthermore, two studies used the International Physical Activity Questionnaire short form [2,27], and full-time Zhejiang University students’ physical fitness was measured by badminton, aerobics, and table tennis in China [3,38]. Furthermore, Ren’s study used the Physical Activity Rating Scale-3 (PARS-3) [5,17,39]. The Physical Activity Questionnaire (PAQ) was utilized by [18]. Moreover, two types of relationships were examined: first, studies that investigated the relationship between physical activity and Chinese university students’ academic performance [4,5,23,32], and second, studies that assessed the relationship between physical activity and the nonacademic well-being of Chinese university students [2,3,17,18,27,38,39].

4. Discussion

This study reviewed 12 English-published papers that identified physical activity’s potential influence on Chinese university students’ academic and nonacademic performance. The main finding of the current review is that university students’ regular physical activity participation supports Chinese university students’ academics, which is the same as in a study in Switzerland [40], and physical activity supports a reduction in stress and anxiety among university students, consistent with [29,40]. Physical activity has been found to be a protective factor against stress among students [19,27]. Physical activity regulates blood circulation, which helps the brain perform better and concentrate.
While reflecting on the findings, other educational discipline differences were considered, such as physical and non-physical education majors. Moreover, the comparison between PE and non-PE primary students revealed the exciting finding that students from the PE major obtain less benefits from physical activity commitment than their non-PE major counterparts, in terms of developing robust social relatedness and life satisfaction. The possible explanation behind this exciting finding is that, unlike PE primary students, non-PE major students commit themselves to several physical fitness activities for amusement, relaxation, and physical and mental health with their peers. In comparison, physical activities for PE primary students are similar to a full-time duty, as non-PE students attend classes and study at the library, which is an academic burden [39].
The dramatic academic transition from high school to higher education can be stressful for students [7]. Early evidence revealed that students in higher education are occupied with busy academic schedules, and most prioritize educational prosperity over physical activity to please their parents [14]. Additionally, vigorous physical exercise predicts a healthy lifestyle for Chinese dental and medical students, even though it influences their academic performance; this is the same as in a study from Slovenia, which claimed that two to three hours of weekly physical activity is more beneficial for students’ academic performance than vigorous club and sports exercise participation [10].
A finding demonstrated that students with high physical fitness test scores perform well academically [4]. Physical activities help improve students’ cognitive and thinking skills [38]. In addition, the review revealed that first-year students’ participation in physical activity works remarkably well to reduce their anxiety and stress levels, and to increase their sleep time and quality. Such results are consequences of physical activity that consist of developing strong self-control and self-efficacy, which result in positive physical and mental health. Many first-year students have to deal with various stressors and anxiety, intense coursework, assignments, regular classes, assessments, and lack of free time [4]. Moreover, the academic life stress of university students directly affects the quality of academic performance [38]. Physical activity regulates students’ mental and physical health, which assists in supporting their well-being, and students who perform physical activities demonstrate a high level of satisfaction with themselves compared to students who do not [7] (see Table 3).
Chinese students from prestigious universities have a higher degree of physical activity, which results in better academic performance without any difference between males and females [4,22,32]. Given that top-ranking university students have a high awareness of physical activities, they hold the balance to achieve success in all aspects of life. Contrary to these facts, Chinese ethnic minority college students reported a decline in physical fitness, which leads to mental disorders and stressors [27]. Due to their insufficient awareness of physical activities and parental academic expectations when they come to university, these students believe that paying more attention to physical activity has an adverse effect on academic performance [14]. Therefore, they want to allocate more time and energy to study, which leads to depression and anxiety among these students [27]. Nevertheless, parental support is strongly related to students’ physical activity participation [14,22]. Thus, students from top universities might want to excel in all aspects of life.
Based on considerable evidence, physical activity strengthens students’ self-control, enabling them to avoid inappropriate behaviors that interrupt their academic time and hinder the completion of their academic tasks [3,17]. Moreover, a study found that physical activity positively exerts academic procrastination via self-control and self-efficacy as mediation among Chinese university students [3]. Physical exercise enhances students’ sense of self-efficacy and mastery experience, which enables them to be more confident in their skills and abilities. This motivates them to be more persistent in achieving high grades and to even face other obstacles that cause academic procrastination [3]. Furthermore, physical activity helps to ensure the physical health of the body and regulate the time management and lifestyle skills of individuals, which results in a self-confident approach in any academic task [5]. This study investigated physical activity and academic procrastination with the mediating effect of self-efficacy. We found that PA had significant and negative influences on AP. Students’ participation in physical activity reduces their academic procrastination and self-efficacy, since a student with a higher level of self-efficacy can retain his or her academic performance due to his or her belief, personal confidence, and capabilities to succeed [5].
Based on empirical evidence, physical activity confers psychological relief and increases the development of a sense of well-being, which helps ensure that an individual will stay healthy [39]. Furthermore, resilience for overcoming and facing life stressors is beneficial. Resilience gives students the confidence to encounter stressful environments, and autonomy improves their self-decision power to cope with any difficult situation. Physical activity impacts these factors [2]. Evidence has shown that students’ resilience is significantly associated with physical activity. Vigorous physical exercise contributes positively to psychological resilience [2].
Regarding university students’ academic performance, physical activity has a potential role, and autonomy, satisfaction of competence, and relatedness mediate the relationship between physical activity and students’ resilience; meanwhile, competence has the most substantial impact [2]. Moreover, physical activity was shown to reduce the experience of anxiety and self-criticism, and increase self-enhancement behavior among students; meanwhile, another study illustrated that self-enhancement among college students reduces the likelihood of anxiety [18,38].
The limitation of this study lies in the differences in university cultures and policies toward physical activity interventions for students. Nevertheless, the study posesses beneficial insight into Chinese university students’ physical activity fitness aspects. On the other hand, this systematic review implicates policy and practical applications for policymakers, educators, scholars, and nongovernmental bodies to promote the culture of physical activity from early childhood to late adulthood, in order to restore the harmony of a productive and healthy society. This systematic review verified that physical activity has positive mental and physical health benefits for university students. Therefore, the Chinese government and higher education policymakers must emphasize university students’ physical activity participation, along with their academics. Since universities must provide campus sports and exercise activities, with the help of teachers to develop healthy behavior, the awareness of the impact of physical activity on positive academic performance and psychological well-being should encourage students and parents to think outside the box. Finally, more research is needed to fill the remaining gaps, as most studies have focused on the noncognitive abilities and physical activity outcomes of university students. More experimental studies in this regard are needed, along with a large sample size, to generate appreciable results due to cultural and social differences.

5. Conclusions

Based on the current review, vigorous physical activity benefits university students’ mental and physical health. This ability enables university students to handle their daily and academic life pressures. Interestingly, Chinese university students perform fewer physical activities and allocate more time to academics. However, prestigious university students show a balance between physical activity and academic life, which positively affects their physical and mental health, as students from multiple disciplines, in addition to PE majors, need further investigation. University leadership must promote a healthy lifestyle, instead of forcing the culture of academic pressure, which has adverse effects on students’ mental health.

Author Contributions

Conceptualization, H.Z., C.G. and Y.Q.; methodology, S.K. and E.T.; software, S.K.; validation, H.Z., Y.Q. and S.K.; formal analysis, C.G.; investigation, C.G.; resources, H.Z.; data curation, S.K.; writing—original draft preparation, C.G.; writing—review and editing, H.Z. and YQ.; visualization, E.T.; supervision, C.G. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Not applicable.

Data Availability Statement

Not applicable.

Conflicts of Interest

The authors declare no conflict of interest.

References

  1. Curran, M.; Drayson, M.T.; Andrews, R.C.; Zoppi, C.; Barlow, J.P.; Solomon, T.; Narendran, P. The benefits of physical exercise for the health of the pancreatic β-cell: A review of the evidence. Exp. Physiol. 2020, 105, 579–589. [Google Scholar] [CrossRef] [PubMed]
  2. Xu, S.; Liu, Z.; Tian, S.; Ma, Z.; Jia, C.; Sun, G. Physical Activity and Resilience among College Students: The Mediating Effects of Basic Psychological Needs. Int. J. Environ. Res. Public Health 2021, 18, 3722. [Google Scholar] [CrossRef] [PubMed]
  3. Li, C.; Hu, Y.; Ren, K. Physical Activity and Academic Procrastination among Chinese University Students: A Parallel Mediation Model of Self-Control and Self-Efficacy. Int. J. Environ. Res. Public Health 2022, 19, 6017. [Google Scholar] [CrossRef] [PubMed]
  4. Hou, Y.; Mei, G.; Liu, Y.; Xu, W. Physical Fitness with Regular Lifestyle Is Positively Related to Academic Performance among Chinese Medical and Dental Students. BioMed Res. Int. 2020, 2020, 5602395. [Google Scholar] [CrossRef] [PubMed] [Green Version]
  5. Ren, K.; Liu, X.; Feng, Y.; Li, C.; Sun, D.; Qiu, K. The Relationship between Physical Activity and Academic Procrastination in Chinese College Students: The Mediating Role of Self-Efficacy. Int. J. Environ. Res. Public Health 2021, 18, 11468. [Google Scholar] [CrossRef] [PubMed]
  6. Deforche, B.; Van Dyck, D.; Deliens, T.; De Bourdeaudhuij, I. Changes in weight, physical activity, sedentary behavior and dietary intake during the transition to higher education: A prospective study. Int. J. Behav. Nutr. Phys. Act. 2015, 12, 16. [Google Scholar] [CrossRef] [PubMed] [Green Version]
  7. Slavinski, T.; Bjelica, D.; Pavlović, D.; Vukmirović, A. Academic performance and physical activities as positive factors for life satisfaction among university students. Sustainability 2021, 13, 497. [Google Scholar] [CrossRef]
  8. Shi, M.; Zhai, X.; Li, S.; Shi, Y.; Fan, X. The relationship between physical activity, mobile phone addiction, and irrational procrastination in Chinese college students. Int. J. Environ. Res. Public Health 2021, 18, 5325. [Google Scholar] [CrossRef]
  9. Trudeau, F.; Shephard, R.J. Physical education, school physical activity, school sports and academic performance. Int. J. Behav. Nutr. Phys. Act. 2008, 5, 10. [Google Scholar] [CrossRef] [Green Version]
  10. Lipošek, S.; Planinšec, J.; Leskošek, B.; Pajtler, A. Physical activity of university students and its relation to physical fitness and academic success. Ann. Kinesiol. 2018, 9, 89–104. [Google Scholar] [CrossRef]
  11. McMahon, E.M.; Corcoran, P.; O’Regan, G.; Keeley, H.; Cannon, M.; Carli, V.; Wasserman, C.; Hadlaczky, G.; Sarchiapone, M.; Apter, A.; et al. Physical activity in European adolescents and associations with anxiety, depression and well-being. Eur. Child Adolesc. Psychiatry 2017, 26, 111–122. [Google Scholar] [CrossRef] [PubMed]
  12. Sabiston, C.M.; Jewett, R.; Ashdown-Franks, G.; Belanger, M.; Brunet, J.; O’Loughlin, E.; O’Loughlin, J. Number of years of team and individual sport participationduring adolescence and depressive in early adulthood. J. Sport Exerc. Psychol. 2016, 38, 105–110. [Google Scholar] [CrossRef] [PubMed] [Green Version]
  13. Kim, C.-H.; Song, Y.-E.; Jeon, Y.-J. The Effect of College Students’ Physical Activity Level on Depression and Personal Relationships. Healthcare 2021, 9, 526. [Google Scholar] [CrossRef]
  14. Arzu, D.; Tuzun, E.H.; Eker, L. Perceived barriers to physical activity in university students. J. sports Sci. Med. 2006, 5, 615–620. [Google Scholar]
  15. Casebolt, K.; Chiang, L.-M.; Melton, B.; Russell, J. College/University Instructional Physical Activity Programs and Academic Success in Higher Education. Int. J. Kinesiol. High. Educ. 2017, 1, 100–106. [Google Scholar] [CrossRef]
  16. Khan, N.; Hillman, C. The Relation of Childhood Physical Activity and Aerobic Fitness to Brain Function and Cognition: A Review. Pediatr. Exerc. Sci. 2014, 26, 138–146. [Google Scholar] [CrossRef]
  17. Zou, Z.; Liu, Y.; Xie, J.; Huang, X. Aerobic Exercise As a Potential Way to Improve Self-Control after Ego-Depletion in Healthy Female College Students. Front. Psychol. 2016, 7, 501. [Google Scholar] [CrossRef] [Green Version]
  18. Kayani, S.; Kiyani, T.; Kayani, S.; Morris, T.; Biasutti, M.; Wang, J. Physical Activity and Anxiety of Chinese University Students: Mediation of Self-System. Int. J. Environ. Res. Public Health 2021, 18, 4468. [Google Scholar] [CrossRef]
  19. Opstoel, K.; Chapelle, L.; Prins, F.J.; De Meester, A.; Haerens, L.; Van Tartwijk, J.; De Martelaer, K. Personal and social development in physical education and sports: A review study. Eur. Phys. Educ. Rev. 2020, 26, 797–813. [Google Scholar] [CrossRef] [Green Version]
  20. Qurban, H.; Wang, J.; Siddique, H.; Morris, T.; Qiao, Z. The Mediating Role of Parental Support: The Relation between Sports Participation, Self-Esteem, and Motivation for Sports among Chinese Students; Springer: Cham, Switzerland, 2018; pp. 21–32. [Google Scholar] [CrossRef]
  21. Wang, J.; Li, C. Research on the Influence of Physical Exercise Health on the Mental Health of University Students. J. Environ. Public Health 2022, 2022, 6259631. [Google Scholar] [CrossRef]
  22. Lu, C.; Stolk, R.P.; Sauer, P.J.J.; Sijtsma, A.; Wiersma, R.; Huang, G.; Corpeleijn, E. Factors of physical activity among Chinese children and adolescents: A systematic review. Int. J. Behav. Nutr. Phys. Act. 2017, 14, 36. [Google Scholar] [CrossRef] [PubMed] [Green Version]
  23. Wang, J. The association between physical fitness and physical activity among Chinese college students. J. Am. Coll. Health 2019, 67, 602–609. [Google Scholar] [CrossRef] [PubMed]
  24. Duan, T. Survey on college students’ sports participation: Taking college students in Henan as an Example in China. Bull. Sport Sci. Technol. 2019, 27, 163–164. [Google Scholar]
  25. Song, J.; Xie, Y.; Wang, T.; Zhang, C. Research on the phenomenon of “knowledge and action split” in college students’ physical exercises and exploration of countermeasures. J. High. Educ. 2020, 3, 63–67+71. [Google Scholar]
  26. Li, H.; Yao, J.; Zhou, S. How does physical exercise affect academic performance? The mediating role of non-cognitive abilities. Best Evid. Chin. Educ. 2021, 8, 1103–1120. [Google Scholar] [CrossRef]
  27. Li, Y.; Xu, Z.; Liu, S. Physical Activity, Self-Esteem, and Mental Health in Students from Ethnic Minorities Attending Colleges in China. Soc. Behav. Pers. Int. J. 2014, 42, 529–537. [Google Scholar] [CrossRef]
  28. Fan, Z.; Chen, M.; Lin, Y. Self-Control and Problematic Internet Use in College Students: The Chain Mediating Effect of Rejection Sensitivity and Loneliness. Psychol. Res. Behav. Manag. 2022, 15, 459–470. [Google Scholar] [CrossRef]
  29. Kljajević, V.; Stanković, M.; Đorđević, D.; Trkulja-Petković, D.; Jovanović, R.; Plazibat, K.; Oršolić, M.; Čurić, M.; Sporiš, G. Physical Activity and Physical Fitness among University Students—A Systematic Review. Int. J. Environ. Res. Public Health 2021, 19, 158. [Google Scholar] [CrossRef]
  30. Zhong, W.; Wang, Y.; Zhang, G. The Impact of Physical Activity on College Students’ Mobile Phone Dependence: The Mediating Role of Self-Control. Int. J. Ment. Health Addict. 2021, 19, 2144–2159. [Google Scholar] [CrossRef]
  31. Kim, D.-I.; Kim, J.Y.; Lee, M.K.; Lee, H.-D.; Lee, J.W.; Jeon, J.Y. The Relationship Between Fitness, BMI and Risk Factors of Metabolic Syndrome Among University Students in Korea. Korean J. Obes. 2012, 21, 99–107. [Google Scholar] [CrossRef]
  32. Zhai, X.; Ye, M.; Gu, Q.; Huang, T.; Wang, K.; Chen, Z.; Fan, X. The relationship between physical fitness and academic performance among Chinese college students. J. Am. Coll. Health 2022, 70, 395–403. [Google Scholar] [CrossRef] [PubMed]
  33. Liu, Y.; Tang, Y.; Cao, Z.-B.; Chen, P.-J.; Zhang, J.-L.; Zhu, Z.; Zhuang, J.; Yang, Y.; Hu, Y.-Y. Results From Shanghai’s (China) 2016 Report Card on Physical Activity for Children and Youth. J. Phys. Act. Health 2016, 13, S124–S128. [Google Scholar] [CrossRef] [PubMed]
  34. Zhong, J.; Chu, Y. The relationship between college students’ physical activity and procrastination. J. Beijing Sport Univ. 2013, 36, 113–116. [Google Scholar]
  35. Moher, D.; Liberati, A.; Tetzlaff, J.; Altman, D.G.; PRISMA Group. Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Med. 2009, 6, e1000097. [Google Scholar] [CrossRef] [Green Version]
  36. Mohamed Shaffril, H.A.; Samsuddin, S.F.; Abu Samah, A. The ABC of systematic literature review: The basic methodological guidance for beginners. Qual. Quant. 2021, 55, 1319–1346. [Google Scholar] [CrossRef]
  37. Yusop, S.R.M.; Rasul, M.S.; Mohamad Yasin, R.; Hashim, H.U.; Jalaludin, N.A. An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA. Sustainability 2022, 14, 5225. [Google Scholar] [CrossRef]
  38. Wang, L.; Li, J.; Bai, S.; Liu, T.; Pei, T.; Liu, Z.; Wang, L.; Yang, D.; Ruan, C. The effect of different exercise on anxiety and depression of college students. AIP Conf. Proc. 2019, 2079, 020033. [Google Scholar] [CrossRef]
  39. Zhang, Y.; Ren, M.; Zou, S. Effect of Physical Exercise on College Students’ Life Satisfaction: Mediating Role of Competence and Relatedness Needs. Front. Psychol. 2022, 13, 3555. [Google Scholar] [CrossRef]
  40. Fricke, H.; Lechner, M.; Steinmayr, A. The Effect of Physical Activity on Student Performance in College: An Experimental Evaluation (May 2017). CEPR Discussion Paper No. DP12052. Available online: https://ssrn.com/abstract=2971913 (accessed on 29 November 2022).
Sustainability 15 02438 g001 550
Figure 1. The stream chart of the examination adapted from [35].
Figure 1. The stream chart of the examination adapted from [35].
Sustainability 15 02438 g001
Table
Table 1. Eligibility and exclusion criteria.
Table 1. Eligibility and exclusion criteria.
CriterionEligibilityExclusion
CountryChinaOther countries
Literature typeJournal research articlesConference papers, book chapters, systematic reviews, meta-analyses, book chapters
LanguageEnglishNon-English
TimelineBetween 2012–20222011 and earlier
Table
Table 2. Review of studies.
Table 2. Review of studies.
CitationParticipant InformationVariablesResults
Total Number of ParticipantsYearGroups
Hou et al., 2020 [4] PN-316 2012–2014 MD-212,
DT-104		LS, PF, APPF, LU, LS *** to AP among MD and DT.
Li et al., 2014 [27]PN-8492015M-541,
F-308 (age 18–23 years)
FM-233, SM-219, J-206, SR-191.		PA, SEPA + of SE and decrease the risk of MDO among students.
Li et al., 2022 [3]PN-5642022M-251, F-313
aged 17–23 years.
FM-111, SM-362, J-91		PA, SCS, GSES, PASSPA + SCS, GSES and may reduce APN in university students.
Ren et al., 2021 [5]PN-6872021(M-51, F-49) aged 17–23 yearsPA, GSES, PASS,PA + for directly and indirectly decreasing college students’ AP
Kayani et al., 2021 [18]PN-3052018M-185 male, F-120.
BP-86, MP139
Ph.D. 80
(Ages 18–27)
SS-113, CE-105, NAS- 87,		SEN, SC, PAPA > the experience of anxiety and SC and the higher SEN behavior they show, while the study illustrated that SEN among college students reduces the likelihood of anxiety.
Wang 2019 [23]PN-14142012(NSET) 2012PF, PA*** Relationship
between exercise and PF. As grades increase, the time in which students participate in
exercise decreases, which is the opposite of the other
types of PA.
Wang et al., 2019 [38]PN-218 Group A-60 (M-30, F-30), Group B-82 (M-52, F-30), Group C-76
(M-40, F-36).		MLE- 3 times a week for 90 min for 3 monthsExercise + on depression anxiety disorder, different.
Xu et al., 2021 [2]PN-23752021M-110,
F-1265
aged 20		PF, APPA + R, SC, AT, and RN mediate the relationship with PA.
Zhai et al., 2020 [32]PN-28962018(NSET) 2018PF, PF, AP, LS
, AP, PF		>AP was related to low overall PF. The probability of having > AP was significantly lower among students with high PF than those with low PF.
Zhang et al., 2022 [39]PN-10122022M-527, F-485 from PE and non-PE disciplinesPEC, PEA, CNS, RNS, LSPA + social relatedness with their peers, the feeling of skill and knowledge they possess, and the overall LS.
Zou et al., 2016 [17]PN-452016EG- 22, CG-23 PA, RS, CWST, PTT AE + SC after ego depletion in terms of pain tolerance.
Qurban et al., 2019 [20]PN-2552016M-71, F-184SE, Tang.Supp Intang.Supp, SP MotivationSE and motivation on sports parental support have the *** Impact.
Legend: PN–Participants total number; M–male; F-female; MD–medical students; DT–dental students; FM–freshman; SM–sophomores; J–juniors; SR–seniors; BP–bachelor’s program; MP–master’s program; SS–social sciences; CE–computer and engineering; NAS–natural and applied sciences; Grade 4 College (National students fitness test (NSET) 2012; EG-experimental group; CG–Control group; LS–Lifestyle; PF–physical fitness; AP–Academic Performance; PA–Physical Activity; SE–Self Esteem; SCS–self-control scale; GSES–generalized self-efficacy scale; PASS–procrastination assessment scale-students; APN–academic procrastination; SEN–self-enhancement; SC–self-criticism; MLE–moderate load exercising; PEC–Physical excise commitment; PEA–Physical exercise adherence; CNS–Competence need satisfaction; RNS–Relatedness needs satisfaction; RS–Rating Scale; CWST–Color Word strop Task; PTT–Pain Threshold test; LU–library usage; *** significant improvement; + increase impact on; MDO–mental disorders; > less; R-resilience; SC–satisfaction competence; AT–autonomy; RN–relatedness needs; AE–aerobic exercise; Tang. Supp Tangible support, Intang. Supp Intangible support and SP Sports participation.
Table
Table 3. Findings and elaboration.
Table 3. Findings and elaboration.
Authors/YearParticipants NumberStudy DesignDisciplinesStudents’ Academic and Nonacademic Performance Outcomes
Hou et al., 2020 [4]PN-316QNMedical and DentalPF *** on AP and NAP.
Li et al., 2014 [27]PN-849QNNMPA + NAP of university students.
Li et al., 2022 [3]PN-564QNphysical educationPA *** on AP and NAP university students.
Ren et al., 2021 [5]PN-687QNphysical educationPA+, directly and indirectly, decreasing college students’ AP.
Kayani et al., 2021 [18]PN-305QNsocial sciences, computer engineering
natural and applied sciences		PA >NAP among students.
Wang 2019 [23]PN-1414QNNMPF *** NAP
Wang et al., 2019 [38]PN-218QNnonprofessional sportsExercise *** NAP of students.
Xu et al., 2021 [2]PN-2375QNsciences, liberal arts, engineering,
and medicine		PA + mediates the relationship with PA.
Zhai et al., 2020 [32]PN-2896QNNM>AP was related to low overall PF. The probability of having >AP was significantly lower among students with high PF than those with low PF.
Zhang et al., 2022 [39]PN-1012QNPhysical education and Non-physical educationPA + AP and NAP.
Zou et al., 2016 [17]PN-45QN Psychology AE *** NAP.
Qurban et al., 2019 [20]PN-255QN NM Parental support *** on SE and motivation.
QN = quantitative; PN-Participant number; *** significant impact on; + increase impact on; PF–physical fitness; AP–academic performance; NAP–nonacademic performance; PA–physical activity; SE–self-esteem; SCS–self-control scale; GSES–generalized self-efficacy scale; PASS– procrastination assessment scale for students; APN–academic procrastination; SEN–self-enhancement; SC–self-criticism; MLE–moderate load exercising; PEC–physical exercise commitment; PEA–physical exercise adherence; CNS–competence need satisfaction; RNS–relatedness needs satisfaction; RS–Rating Scale; CWST–Color Word strop task; PTT–pain threshold test; LU–library usage; AE–aerobic exercise; NM–not mentioned.
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

MDPI and ACS Style

Zhang, H.; Qin, Y.; Khalid, S.; Tadesse, E.; Gao, C. A Systematic Review of the Impact of Physical Activity on Cognitive and Noncognitive Development in Chinese University Students. Sustainability 2023, 15, 2438. https://doi.org/10.3390/su15032438

AMA Style

Zhang H, Qin Y, Khalid S, Tadesse E, Gao C. A Systematic Review of the Impact of Physical Activity on Cognitive and Noncognitive Development in Chinese University Students. Sustainability. 2023; 15(3):2438. https://doi.org/10.3390/su15032438

Chicago/Turabian Style

Zhang, Hanying, Yuke Qin, Sabika Khalid, Endale Tadesse, and Chunhai Gao. 2023. "A Systematic Review of the Impact of Physical Activity on Cognitive and Noncognitive Development in Chinese University Students" Sustainability 15, no. 3: 2438. https://doi.org/10.3390/su15032438

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop